Brain-based learning delivered with technology outperformed conventional teaching on the immediate post-test in application level and overall achievement¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a quasi-experimental study of grade eight science students, the technological experimental group scored significantly higher than the control group on the application level and overall performance of the immediate post-test. → Al-Balushi 2018
Evidence¶
Al-Balushi 2018¶
Al-Balushi, K. A., & Al-Balushi, S. M. (2018). Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science. International Journal of Instruction, 11(3), 525-538. https://doi.org/10.12973/iji.2018.11336a
q2 · i? · causal · r2
Quasi-experimental study of 197 grade-eight students in six randomly assigned classes; MANCOVA on post-test scores showed significant differences in the application level (f=3.86) and overall performance (f=4.25), with LSD comparisons favouring the technological group, described as "in favour of the technological group".
"The ad -hoc LSD analysis reveals that the only significant differences were between the technolog ical and control groups in both the application level and the overall performance in the post -test (in favour of the technological group)."
Discussion¶
Related Claims¶
- The mental group outperformed the technology group in reasoning on the postponed test, with no other significant postponed differences — related
- The short-lived advantage of technology-delivered instruction may reflect a novelty effect, though further research is needed — related
- Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
- Brain Based Learning produces better mathematics conceptual understanding on polyhedron than conventional learning in eighth-grade students — related
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